Course Description
Individuals with special needs, including possible impact, causes, and characteristics of specific needs across life spans and cultural diversity. Topics include legal requirements, ethical implications, education strategies, collaboration between regular and special educators, inclusion, family involvement, and current issues relating to individuals with special needs.
Athena Title
Survey of Special Education
Equivalent Courses
Not open to students with credit in EDSE 2000
Non-Traditional Format
This course will be taught 95% or more online.
Prerequisite
Permission of department
Semester Course Offered
Offered fall, spring and summer
Grading System
A - F (Traditional)
Course Objectives
The following topics that provide a structure for this course reidentified by the Council for Exceptional Children and also Georgia House Bill 671 as critical content knowledge and skills for pre-service teachers. THE LAW History of Special Education Law: 1. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and / or linguistically diverse backgrounds. (CC1: K3) 2. The historical foundations, philosophies, theories and classic studies including the major contributors, and major legislation that undergird the growth and improvement of knowledge and practice in the field of special education. (GC1:K4) Due Process: 3. Assurances and due process rights related to assessment, eligibility and placement. (CC1:K4) (GC1:K5) 4. Typical procedures used for screening, pre-referral, referral, and classification. (CC3:K3)(GC3-K3) Trends and Issues: 5. Models theories and philosophies that provide the basis for special education practice. (CC1:K1) 6. Articulates personal philosophy of special education including its relationship to / with regular education. (CC1:S1) 7. Laws, policies, and ethical principles regarding behavior management planning and implementation. (CC6:K1) 8. Articulate the pros and cons of current issues and trends in the education of individuals with disabilities. (GC1- S1) 9. Differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare. (GC1:K3) Cultural Diversity: 10. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and / or linguistically diverse backgrounds. 11. Characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse / neglect, and substance abuse. (CC2:K5) 12. Cultural perspectives influencing the relationship among family, schools, and communities as related to effective instruction. (CC4:K4) 13. Strategies for preparing individuals to live harmoniously in a culturally diverse world. (CC6:K5) 14. Personal cultural biases and differences that affect one’s teaching. (CC8:K2) CHARACTERISTICS Attitudes toward Disabilities: 15. Ways specific cultures are negatively stereotyped. (CC1:K7) 16. Ethical considerations inherent in behavior management. (CC6:K1) 17. Personal cultural biases and differences that affect one’s teaching. 18. Importance of the teacher serving as a model for individuals with exceptional learning needs. (CC8:K3) Eligibility decisions: 19. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and / or linguistically diverse backgrounds. 20. Various etiologies and medical aspects of conditions affecting individuals with disabilities*. (GC2:K3) 21. Common etiologies and the impact of sensory disabilities on learning and experience. (GC2:K5) 22. Screening, pre-referral, referral, and classification procedures. 23. Effects an exceptional condition(s) may have on an individual’s life. (CC2:K4) 24. Educational implications of characteristics of various exceptionalities. (CC2:K3) Placement and service delivery: 25. Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. 26. Integrate related services into the instructional settings of learners. (GC4:S16) INSTRUCTIONAL ADAPTATIONS Classroom Organization: 27. Demands of various learning environments. (CC4:K2) 28. General and special curricula for individuals with exceptional learning needs. (CC4:K3) 29. Modify the learning environment (schedule–physical arrangement) to manage inappropriate behaviors. (CC6:S3) 30. Prepare and organize materials to implement daily lesson plans. Behavior management: 31. Laws, policies, and ethical principles regarding behavior management planning and implementation. 32. Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. (CC6:K2) 33. Strategies for crisis prevention and intervention. (CC6:K4) 34. Physical development, physical disabilities, and health impairments as they relate to the development and behavior of individuals with disabilities*. (GC2:K1) Accommodations and modifications: 35. Educational implications of characteristics of various exceptionalities. 36. Modify the learning environment to manage inappropriate behaviors.
Topical Outline
· Participation in class discussion and activities. Students are expected to attend and participate. Whole class discussion is encouraged, and expected. Periodically small groups are formed to focus on particular topics (usually current trends and issues) and reports from these small groups are presented during class. · Complete assigned readings: Students are expected to complete readings from the text, and supplementary materials. · Complete 3 examinations and 1 final examination: The examinations will be periodic and will cover material through objective and subjective questioning. · Participation in a learning disability simulation: students will participate in activities that will simulate learning problems typically displayed by individuals with specific learning disabilities including: auditory processing, written expression, math computation, math reasoning, verbal expression and reading. · Lesson Plan: Students are expected to develop appropriate lesson plans for students with mild/moderate disabilities. Lesson plan forms must specify the subject, topic, objectives, procedure, and evaluation procedure. It must include modifications that would be appropriate for a particular disability. It must also include a visual, auditory, or tactile teaching aid. The lesson, must be taught to a small group of peers in the class setting. The lesson plan will be evaluated by the instructor, and the presentation of the lesson plan will be evaluated by the student’s peers.
Syllabus